- Selected Topics
- Accessing the General Curriculum
- Auditory Training
- Calendar Systems
- Concept Development
- Daily Living Skills
- Environmental Considerations
- Harmonious Interactions
- Lilli Nielsen and Active Learning
- Orientation & Mobility
- Play & Recreation
- Social Interactions
- Tactile Strategies
- Universal Design for Learning
- van Dijk Approach
Employment Information Materials Bibliography
This is a partial list of materials on this topic available from the DB-LINK Catalog Database. If you have additional questions, please contact us via email: firstname.lastname@example.org
Aids and Accommodations for DeafBlind Students: Recommendations for High School Students Who Are Preparing for College and Work --Bhattacharyya, Anindya; Spears, Aaron. Knoxville, TN: PEPNet South. Transition Planning for Students who are Deafblind: Coaching from Students, Parents and Professionals, Ingraham, Cynthia L.(2007) (2007)This is Chapter Three of a larger text. It provides an overview of the population that may attend postsecondary programs; the types of equipment available for telephone access, face-to-face communication, print access, global positioning systems, computers, and accessing the internet. It also contains an extensive resource list.
Around the World: Developing Vocational and Transition Programs for Students Who Are Visually Impaired with Multiple Disabilities --Min, Chen. JVIB, October 2007, Volume 101, Number 10, pp. 659-661. (2007)For all students who have visual impairments and additional disabilities--whether they function at the informational, instructional, or advocacy level--transition is critical. As they become young adults, some students will leave residential schools, such as the Shanghai School for the Blind, to live in their communities. A vocational curriculum has been designed by staff members at the Shanghai School for the Blind specifically to meet the individual needs, abilities, and interests of students, including those with multiple disabilities. This curriculum incorporates a variety of work experiences for students both on and off campus. Family perspectives are another important consideration, as there is the need to identify potential vocational, recreational, and employment opportunities within the student's community.
Bakery - "Breads Sensation" --Maia, Shirley R.; Anccilotto, Laura L.M.; Dias, Denise T.; Ikonomidis, Vula; Pereira, Claudia S. I.; Storino, Marcia M. C. 14th DbI World Conference on Deafblindness Conference Proceedings, September 25-30, 2007, Perth, Australia. (2007) This is text of a workshop presentation given at the 14th DbI World Conference on Deaf-Blindness. This presentation describes the establishment in 2005 of a workshop producing hand made breads, rolls and pastries in Brazil.
Between Silence, Shadows and Fragrances DBI REVIEW, #45, January - June 2010, pp. 41-43. (2010)This article describes creating new possibilities to improve the quality of life for people with deafblindness in the Dominican Republic. The author introduces a new initiative that the Asociacion Dominicana de Sordociegos (ADSOC) is promoting along with the reaction and feelings from a deafblind participant. A micro-business managed by people who are deafblind has been established. Having persons who are deafblind going out on the streets and selling their products not only allows them to develop socially through integrating in the community, but also changes their role in their family from being passive to being active. This increases their self-esteem.
Factors Affecting the Successful Employment of Transition-Age Youths with Visual Impairments --McDonnall, Michele Capella; Crudden, Adele. American Foundation for the Blind. Journal of Visual Impairment & Blindness, vol.103, #6, June 2009, pp.329-341. (2009)The following variables were found to be associated with employment for transition-age youths with visual impairments who are served by vocational rehabilitation agencies: work experience, academic competence, self- determination, use of assistive technology, and locus of control. Self-esteem and involvement with the counselor were not associated with employment in this study.
Forums: Jobs/Independent Living --Fernandez-Trader, Marilyn. DEAF-BLIND AMERICAN, vol. 45, #3, July-September 2006, pp. 31-34. (2006)During the 2006 AADB conference, participants gave their comments, suggestions and feedback on important topics that impact the deaf-blind community. Responses from the Jobs/Employment Forum are addressed in this article.
Harmony Among Parents and Professionals - Parent Professional Partnerships -- Berg, Clara; Mejia, Arnie. 14th DbI World Conference on Deafblindness Conference Proceedings, September 25-30, 2007, Perth, Australia. (2007) This is text of a workshop presentation given at the 14th DbI World Conference on Deaf-Blindness. This presentation consists of an illustraction of what the presenters went through in order to support a young man who is deafblind with his dream of working on a farm. Because the odds and support services were against this special situation, the presenters describe the special training and harmony of thoughts they had to embrace to make it a successful experience.
Impact of Employment for Acceptance of Deafblind in the Family and Community -- Agnes, Leela. 14th DbI World Conference on Deafblindness Conference Proceedings, September 25-30, 2007, Perth, Australia. (2007) This is text of a workshop presentation given at the 14th DbI World Conference on Deaf-Blindness. This presentation illustrates, in developing countries, highly professionalized appropriately implemented to family centered Community Based Services are the best option for the Deafblind population.
Individualized Career Planning for students with significant support needs utilizing the Discovery and Vocational Profile process, cross-agency collaborative funding and Social Security Work Incentives --Condon, Ellen; Callahan, Michael. Journal of Vocational Rehabilitation, 2008, Vol. 28, #2, pp. 85-96. (2008) Nationally, less than 8% of students with a disability exit school with a job, enrollment in post-secondary education, involvement in community recreation and leisure activities, or independent living arrangements . Those students most likely to leave school without skills and supports necessary to work in the community are those with the most significant disabilities. The Individualized Career Planning Model provides a transition planning template for these students. The process includes conducting Discovery, writing a Vocational Profile, facilitating a Customized Employment Planning Meeting, and creating a Representational Portfolio. Using the model, students obtain Customized Employment/self-employment, are linked to collaboratively funded supports, and are assisted to access Social Security work incentives such as Plans for Achieving Self Support. Publisher's web site: http://iospress.metapress.com/content/a35118100438385p/
Interview with Jason Corning --Spiers, Elizabeth. The Deaf-Blind American, Technology for People Who Are Deaf-Blind, October-December 2007, Volume 46, Number 4. (2007) In this interview, Jason Corning, a junior at the University of Wisconsin Whitewater who is deafblind, describes his internship with the Transportation Security Agency (TSA) Headquarters. The TSA is the federal agency that oversees security and screening checkpoints at airports nationwide. Mr. Corning helped staff at the TSA understand more about equipment that travelers who are deafblind might use. He also handled customer complaints. Publisher's web site: http://aadb.org/
The Job Developer's Handbook: Practical Tactics for Customized Employment -- Griffin, Cary; Hammis, David; Geary, Tammara. Baltimore: Paul H. Brookes. (2007)This guide walks employment specialists step by step through customized job development for people with disabilities, revealing the best ways to build a satisfying, meaningful job around a person's preferences, skills, and goals. It offers tips and ideas for every aspect of job development for youth and adults with significant support needs including: discovering who the person is and what he or she really wants; ensuring goodness of fit between employer and employee; finding—or creating—"hidden jobs" in smaller companies; empowering people through resource ownership (investing in resources that employers need); skillfully negotiating job duties while managing conflicts that might arise; creatively maximizing benefits using social security work incentives; and encouraging family support while respecting the individual as an adult. Publisher's web site: http://www.brookespublishing.com.
Life Beyond the Classroom: Transition Strategies for Young People with Disabilities --Wehman, Paul, Ph.D. Baltimore, MD: Paul H. Brookes. (2006)Offers professionals and students information and strategies for successful and supported transitions. Contains techniques for individualized transition planning; work skill competence and confidence building; fostering support from businesses and community organizations for training and employment programs; family and community participation; and interagency cooperation. Includes applications for youth with mild mental retardation; severe disabilities; sensory impairments; learning disabilities; behavior disorders; orthopedic and other health impairments; and traumatic brain injury. This fourth edition includes updated and new chapters on inclusion, postsecondary education, autism spectrum disorders, testing and accountability, assitive technology, employment, Social Security benefits and work incentives, and self-determination.
Long-Term Outcome for People with Severe Intellectual Disabilities: Impact of Social Impairment --Beadle-Brown, Julie; Murphy, Glynis; Wing, Lorna. American Journal on Mental Retardation; 2005 Jan;110(1):1-12. (2005)Results from a 25- year follow-up study of the Camberwell Cohort (L. Wing & Gould, 1978, 1979) were presented. Ninety-one people, ranging in age from 27 to 41 years, were traced, and an outcome measure was developed incorporating independent functioning, residential placement, employment, and quality of life. Outcome was rated as either poor (53%) or fair (43%), with only 3% having a good outcome. Using logistic regression methods, we found that the best predictor of outcome was social impairment, with those who were socially impaired, particularly those in the aloof category, having a poorer outcome. Higher IQ at Time 1 and lower challenging behavior were also predictive of better outcome. An in-depth look at social impairment revealed that social impairment remained stable over time.
A Longitudinal Study of Employment and Skill Acquisition among Individuals with Developmental Disabilities --Stephens, Dawn L.; Collins, Michael D.; Dodder, Richard A. Research in Developmental Disabilities. 2005 Sep-Oct;26(5):469-86. (2005) Recent legislation, especially the Americans with Disabilities Act in 1990, generated the closure of institutions for people with disabilities and inclusion into community residences and employment. It has been well documented that individuals with developmental disabilities often experience difficulties with employment including both obtaining and maintaining jobs, and many researchers have looked for ways to make employment more successful [McConkey, R. & Mezza F. (2001). Employment aspirations of people with learning disabilities attending day centers. Journal of Learning Disabilities, 5(4), 309- 318; Stevens, G. (2002). Employers' perceptions and practice in the employability of disabled people: a survey of companies in south east UK. Disability and Society, 17(7), 779-796; Capella, M., Roessler, R., & Hemmeria, K. (2002). Work-related skills awareness in high-school students with disabilities. Journal of Applied Rehabilitation Counseling, 33(2), 17-23; Ingraham, K., Rahimi, M., Tsang, H., Chan, F., & Oulvey, E. (2001). Work support groups in state vocational rehabilitation agency settings: a case study. Psychiatric Rehabilitation Skills, 5(1), 6-21; Gosling, V. & Cotterill, L. (2000). An employment project as a route to social inclusion for people with learning difficulties? Disability and Society, 15(7), 1001-1018; Neitupski, J. & Hamre-Nietupski, S. (2000). A systematic process for carving supported employment positions for people with severe disabilities. Journal of Developmental and Physical Disabilities, 12(2), 103-119]. While research has accumulated that has examined predictors of successful employment, this research assessed longitudinal outcomes of employment. Data were obtained from an existing data set of all known persons receiving services from the Developmental Disabilities Division of the Oklahoma Department of Human Services (N=2760). Results indicated that as people moved to employment, scores on adaptive skills increased, that as people moved from employment, adaptive skills decreased, and that as employment status remained constant, adaptive skills also remained unchanged. No consistent impact was found on challenging behaviors. Type of employment (sheltered, supported, and competitive) was then examined, and the same pattern of changes in adaptive skills was found; i.e., changes in employment to more/less competitive was accompanied by more/less adaptive skills. This suggests that employment itself, especially work in the competitive workforce, may be a significant source of enhancing adaptive skills for people with developmental disabilities and, thus, greatly adding to the success of community living.
A National Transition Follow-Up Study of Youth with Deaf-Blindness: Revisited -- Petroff, Jerry G. AER JOURNAL: RESEARCH AND PRACTICE IN VISUAL IMPAIRMENT AND BLINDNESS, vol. 3, #4, Fall 2010, pp. 132-138. (2010) This article reports the findings of a study on post-school outcomes of youth who are deaf-blind. It used the same survey methods as a 1999 study that asked parents about the transition and post-secondary experiences of their children with deaf-blindness. Both studies gathered descriptive information on the characteristics, demographics, and experiences of youth with deaf-blindness and the level of parental satisfaction in their child's secondary education and post-school life. The current survey was completed by 109 respondents. Findings are reported for past school experiences (educational setting, use of dedicated interveners or para- educators, transition planning) and post-school life (employment, living situation, community participation). The article concludes with recommendations for educational and adult service systems and a discussion of policy issues.
Occupational Chances of People with Usher Syndrome Type I in Germany --Scheele, Andrea. 14th DbI World Conference on Deafblindness Conference Proceedings, September 25-30, 2007, Perth, Australia. (2007)This is text of a presentation given at the 14th DbI World Conference on Deaf-Blindness. This presentation describes a questionnaire sent out to people with Usher syndrome type I in Germany about their careers and a model developed for improvement and future prospects outlined.
People with Deaf-Blindness Must be Skilled Employers to be Assured of Skilled Personal Assistants --Brogger, Helle. 14th DbI World Conference on Deafblindness Conference Proceedings, September 25-30, 2007, Perth, Australia. (2007)This is text of a workshop presentation given at the 14th DbI World Conference on Deaf- Blindness. This presentation describes an arrangement unique to Denmark for people who are deafblind. All people who are deafblind and all age categories are by law provided with a contact person. It covers the positive significance for people with deafblindness, and about some problems and dilemmas, that deafblind consultants are faced with, and how improvements are being worked on to better serve people with deafblindness.
Public/private partnerships and employment of people with disabilities: Preliminary evidence from a pilot project --Wehman, Paul; Brooke, Valerie; Green, Howard; Hewett, Millie; Tipton, Maggie. Journal of Vocational Rehabilitation, 2008, Vol. 28, #1, pp. 53-66. (2008)While many people with disabilities and employment service organizations struggle to find jobs and develop strong relationships with businesses, supplemental staffing companies are becoming an important resource for linking qualified applicants with disabilities to competitive employment careers. Yet, there exists a huge disconnect between supplemental staffing companies recruiting qualified applicants to fill client-employer work orders, people with disabilities who are seeking employment, professionals with state rehabilitation agencies and community rehabilitation programs (CRP's) who assist them with their job searches. This article reports on two public/private demonstration projects in Virginia, primarily serving individuals with developmental disabilities. One demonstration project was conducted in an urban setting working exclusively with MANPOWER with the second demonstration site occurring in a rural area with Kelly Services and MANPOWER. The two demonstrations give promise for a public/private collaboration that could increase the employment of people with disabilities.
Transition to Adulthood: Getting Connected --Ruzenski, Susan; Wismer, Philip; Kirscher, Cathy. Costa Mesa, CA: 8th International CHARGE Syndrome Conference, July 26-29, 2007, Costa Mesa, CA. (2007) Description of the services offered at the Helen Keller National Center including the vocational services department, summer evaluation program, and the Person Centered Approach Toward Habilitation (PATH) program.
Universal Design for Transition: A Roadmap for Planning and Instruction -- Thoma, Colleen A., Ph.D.; Bartholomew, Christina C., Ph.D.; Scott, LaRon A. (M.Ed.) Baltimore: Paul H. Brookes Publishing Co. (2009)Universal design for transition (UDT) is an application of the principles of universal design for learning (UDL) to support planning for transition from school to adult life for students with disabilities. The first part of the book includes an introduction to the concepts of UDL and UDT, how UDT relates to self-determination, the role of UDT in the assessment process, and how to use UDT to facilitate the development of an individualized education program for transition. Subsequent chapters provide directions about how to apply UDT in the following domains: employment, postsecondary education, community living, and recreation and leisure.
Vazhndhu Kaatuvom Approach - Vocational Rehabilitation for Deafblind People -- Radhaaruckmani, M.; Shanmugam, L. 14th DbI World Conference on Deafblindness Conference Proceedings, September 25-30, 2007, Perth, Australia. (2007)This is text of a workshop presentation given at the 14th DbI World Conference on Deaf- Blindness. This presentation reports on community driven development approach (CDD) for developing vocational guidance and vocational training to deafblind.
Vision of the Future: Work. For Blind, Deaf Maya Eldar, a Job Means a Life -- Nara Schoenberg. CHICAGO TRIBUNE Online Edition, June 17, 2005. (2005) A story about Maya Eldar, 23-year-old deaf-blind woman who lives in Skokie, Illinois. It describes her extremely frustrating search for meaningful employment and details the barriers that she and other deaf-blind people face. Maya and her parents were interviewed for the article. John Mascia, executive director of the adult rehabilitation facility at the Alabama Institute for the Deaf and Blind, is also quoted.
The Way to Work: How to Facilitate Work Experiences for Youth in Transition -- Luecking, Richard G. Baltimore: Paul H. Brookes Publishing Co. (2009) This book is designed to be a practical guide to help educators, transition specialists, and employment specialists facilitate satisfying work experiences and jobs for high school students and young adults with disabilities. It includes chapters on the benefits and types of of work-based learning experiences, how to plan for work experiences, when and how to disclose a disability and the need for accommodations, supporting families to support work experiences, finding and recruiting employers to be effective workplace partners, supporting youth in the workplace, workplace mentors, and forming connections with professional and agency partners.